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Found 70,338 results

  1. Long story short, there is an adult in my life who needs to do a lot of catching up in math, fairly quickly. The goal is to be able to pass a college algebra class. He was pulled from public school in 4th grade, and has not received any actual thorough instruction since (in 30's now). He said the last thing he remembers in school is beginning fractions. I would need to do a LOT of review myself to teach up through algebra, and just don't have the time to invest right now. (I'd been enjoying the thought of going through it all again prepping for the kids, but a bit overwhelmed thinking of doing it all so quickly.) If he worked through something like the "Keys To" fractions and algebra series, might that work? Or ???? My kids are only 1st and 2nd grade, so I'm not too familiar with what's available for older ages. He does use math in his job, no problem with calculating medicine dosages, for example, in his head. But has zero familiarity with equations or "rules" for anything. He's very much a big picture thinker and gets bogged down when forced to do details.
  2. Boiled down to the minimum- It's not any specific subject- it's a general complaint of if she's not directly supervised, she's not doing what she's supposed to for her homework. She'll say she did it, but whether it's outsourced or not, she hasn't done it. She'll lie if she thinks there's no immediate checking to see if it's done. She's not doing anything else with her time either- mostly staring into space or doodling so she won't get into trouble for using electronics. She wants to do well. Math is the only subject she consistently does if left alone. When I see what she hasn't done and I'm like "WTH?" (not literally) She says it's too hard and she doesn't know what to do. I give her a book to read- go wasn't read. I give her a paragraph to write....not done when I check in. But she can do it all and do it mostly really well with little assistance as long as someone is in the room with her. She just wants someone in the room, but she wants them to be quiet. With a baby brother, however, it's not really possible to have someone there all the time who is also not distracting, so we need a compromise. I'm not going to say she's lazy, and she's not a bad kid or defiant or someone who doesn't care. I don't believe kids choose to fail. Is this what ADHD looks like? That's my main question.
  3. She sounds just like that. There probably are some minor skill deficits. She doesn't know how to study anything as she's never needed to. She doesn't know how to take notes. She said teachers just hand them notes in class and they never have to copy them or decide what's important. She doesn't know how to google sources outside of the school's portal or wherever they had them searching. She doesn't know how to make an outline before she's all little stuff that is adding up. Then add in that she's so much like DS who we missed ADHD in, and I'm wondering- is this what ADHD looks like in bright kids or is this normal 12yo recently home from homeschool and had a rough year stuff? That was my thought as well. I really wish we could see someone else but there's nobody else at all within an hour and as often as we'd be going, I can't do it. I'm not trying to put a negative spin on things- DD is great. She's normally the easiest kid I have and flies under the radar because she needs so little support. Now that she's home, I'm seeing maybe she could use some more support and I'm really only talking about the relevant complaints. It's completely possible she reads fine and balks because she dislikes it. Not everyone likes to read. The Horrible Histories was her choice and it was because of a specific subject matter and she wanted something easy. She disliked it but preferred to keep with it rather than start something new. Yeah, not to get into details but her issues are so minor compared to what's going on with the other 3 that the time I have to put into this is limited. She's happier at home. Her social issues were not because of social deficits but mean girl politics. There's no way we're pursuing a lot of testing when she's mostly fine and I'm kind of thinking out loud here. Maybe it sounds worse on paper. There's only so many hours in the day and I am skeptical of the worth of psych's anyway after seeing several over the years, getting "full evals," including neuropsych, and coming away with a different diagnosis every time. It's not that it's a waste of time...but it can be and it can be worse to have a wrong diagnosis than none. We have to triage the kids here. The math problem is not a big deal. I decided to sit on the word problem sections until her comfort with them improved because I did not do that with DS (or myself as a kid) and I saw how a weakness in that area kept causing us to have a harder time with problems later on. You have to do a lot of problems to see the patterns- I'd rather she see the patterns now while we're working on easier problems. We have so much time with her- no need to rush- so we camped on the word problems. I don't see a lot of anxiety with her. My older ones have serious anxiety and she's not like that. She was confident in the other sections. I still feel like working through them and coming to the other side saying, I'm good at this (which is where we are today after a rough week or so), is better than leaving it alone and moving on so she thinks "I'm terrible at word problems" and tenses up every time she sees one. She's got it now and the substitution she's learning to think about will help when she gets into factoring and other areas that aren't even word problems.
  4. I haven't been on the forums in probably 8 or 9 months with life being extremely busy and chaotic. But I'm back to get some feedback on the one homeschool thing we havent managed to iron out yet. Here's what things look like right now and keep in mind this is our first year with me working: I go to work full time, days. Kids are home with dh who works from home and can care for the kids while working. His work is really low key. They do breakfast, morning chores, math (1 hr give or take), Bible (20ish mins), then science/geography/history student interest led rotating one subject per week (30 mins). All that takes up the morning with potty break, snack break, preschooler interruptions, and other random ADHD breaks. Lunch and playtime about an hour, chores 20ish mins, screen time 30 mins. Free time with whatever is left of the day. It's really hard for dh to get them to do bookwork in the afternoons. They are both avid readers and spend lots of afternoon time reading. Dd (11) also is very artistic and creative and spends lots of afternoon time on art, piano, crafts, sewing, crochet, and baking. Ds (8) does 3d puzzles, model ships and planes, etc. The boys play outside a lot. This is why we homeschool. We feel this time is invaluable. Please don't tell me to put my kids in B&M school! 😬 Now here's the problem: I'm supposed to do a language arts lesson and assign "homework" that they would theoretically do the next school day with dh's supervision when I get home from work. It's not happening. I get home, get a shower (a must after work), put dinner together, clean up kitchen, bathe kids, bedtime routine, then I sit down with my college classes before bed. How do we fit LA into this already exhausting schedule? For reference: 3rd grader has EIW, Spelling Workout, and McRuffy handwriting. 6th grader (ADHD, Dysgraphia, Dyscalculia and is behind grade level) has EIW, Sequential Spelling, McRuffy Cursive Handwriting, and she's dabbled in free online typing lessons, and we have, but never used, BW Partnership Writing. So what magic can you super smart and insightful people work on this hot mess? 🤣 TIA
  5. I have used every level (except 7 because it wasn't out yet) with my kids. My list of pros and cons is similar to the above posts. I especially love levels 1-2. The pages are a bit cluttered and you may have to cross out some problems, but the instruction is fantastic. It teaches kids how to think about math, and different strategies for figuring things out, so that the kid can choose which strategy works for them. There is so much practice in the first two levels, that all my kids knew their addition and subtraction facts solidly without ever having to drill or supplement. However, I feel that the higher levels get more and more advanced as you go along. My kids also needed much more review. After doing level 4, which spends weeks and weeks on long division, my son did not remember how to divide at all at the end of the year, because after the division chapter, he really didn't practice long division much. The courses are also quite long and I found it a challenge to get through a level in one school year. I also feel that there isn't enough practice with long multiplication and maybe a few other things. My kids found it quite a challenge, especially when they got to level 5, and my youngest began struggling in level 2. I decided I wanted a math for them that would build confidence, and not be so time consuming and challenging ALL the time. However, I still love levels 1-2 because they create such a solid foundation for elementary math. I'm using them currently for my 5th student.
  6. Cool! thanks! I set it up wrong. Glad that’s not a math program I have to do!
  7. Or your 17 year old doing 7th grade math. The horror! Ds33 is taking over math for both kids next semester. Yay!
  8. This! and I do the birthdates because it requires less updating. I always forget, which is sad because I ONLY go on WTM from my computer so it's not like I can't see it. Saying what we do would look something like: DD: Graduate school, working full time retail management while finishing up her degree (maybe, she's not sure she wants to, may change direction). DS (9th grade, 14 years old): Started with Foerster's Algebra, switched to MUS Algebra because he's gifted in math but hates it and just wants to get it done and MUS is less wordy. Vocabulary from Classical Roots but he only has the last two books left and I have no idea if I need to do anything after that. I have three different writing programs but haven't gotten off my butt to work out the plans for any of them so he is still not doing any writing program. Still trying to figure out a literature program because he finished the last book of Mosdos and I want something just like that. I do have him doing a study of The Story of Science: Aristotle in the meantime. I'm pretty sure he reads for an hour a day. History has fallen by the way-side for now. Will get back into it soon. Science is physics and forensics at the science center (that I own and teach everything) and he just finished a Science Terminology class and will also be doing a Study Skills class. Just joined a gym for PE so he'll get up off his butt every so often now that it's getting too cold and dark to walk. DD (7th grade, 12 years old): Doing a very slow, easy introduction to Algebra (parts might even count as pre-algebra) at the Science Center and struggling. Needs to do math every single day or seems to forget everything. Feels lots of anxiety and cries no matter what we do. I have 5 years to get her through Algebra 2 and it might take every minute. Vocabulary from Classical Roots - has three books left, not sure what to do after. Writing - does quite a bit of writing as part of Mosdos and has improved 1000% once I told her to type it and email it to me. Turns out she can write a decent sentence/paragraph! Mosdos Jade Literature which is the last one so I'm hoping whatever I finally figure out for ds is something she can do later. I'm not at all sure she reads for an hour a day no matter how many times I remind her. History is by the wayside for her too, but she's farther behind than her brother because she hasn't even finished up putting stuff in the timeline book from our last unit. Science - Chemistry and Earth/Space at the science center. Her choice, those are the ones her friends are in so she wanted to do both. PE is TKD, she gets her first black belt this afternoon!
  9. If her only exposure to upper level math is MUS, I would not put her in the precal class. MUS and AoPS are essentially the polar extremes in math texts. I agree with EKS that I would have her take the end of course do you this tests.
  10. We do like Math Mammoth a lot...but it is certainly not perfect. It has a lot of problems on every page and they are crammed quite close together which can create an overwhelming feel. Because it has "too" many problems, I end up going through and crossing some out...which means more prep work for me and having to constantly make judgement calls as to how much is enough practice without going overboard. It is mastery based which means limited built in review. After spending a couple weeks on measurement or something, my kids will often hit the cumulative review at the end of the chapter and struggle with older concepts that haven't been practiced in a while. Similarly to the previous point, I also think it lacks enough built in fact practice. I have all my boys use Xtra Math to drill the facts. The fourth grade book is BRUTAL!! Multi-digit multiplication, long division, fractions, is just a dense, difficult, computationally intense level that covers A LOT without as many easier chapters to balance things out like in the other levels. Even levels 5 and 6 feel a lot easier and more manageable than 4. All that said, I still love MM and use it with all my kids. My oldest went through levels 1-6, my second son is in level 5, and my third son is in level 3. I like the worktext format, the emphasis on mental math, the strong word problems, the scaffolding of concepts to build deep understanding, and the flexibility it offers me. Wendy
  11. Math: Art of Problem Solving Intro to Algebra and Math Counts pre class Latin: Second Form Latin (MPOA) Spelling: Spelling Plus Grammar: Memoria Press English Grammar Recitation III Science: Novare Physical Science Literature: Memoria Press Literature Selections, Workbooks, and Tests History/Classical Studies: Famous Men of the Middle Ages (MPOA) Christian Studies: Memoria Press Christian Studies III Geography: Memoria Press Geography II and Memoria Press Geography I review Composition: Brave Writer Classes (but mostly just lots of writing through the curriculum) Electives/Gym: Competitive speech, fencing
  12. Getting the right program should help streamline and make the best use of their time... but I do think that in the end, someone - whether it's you or your dh - will need to actually sit and work with them. I think writing is the one thing that just always requires a human for kids to really advance and learn. Always. So no matter what you implement, I think you should just keep that in mind. Kids can sit and soak in a science or history documentary or book without you. They can play around with STEM and art kits mostly solo. They can practice math facts and watch helper videos alone and then get your interaction on the tricky parts. But so much of writing takes you actually sitting and going over things with them. I think it's the subject that needs us the most. I was going to add... for your 11 yo, there might be some short term online grammar or "fun" writing classes with a teacher that might suit her. And looking ahead a couple of years down the road, that might be where you want to be headed if your schedules stay more or less the same.
  13. I was wondering this as well. Besides that, I wanted to say that if math has been going well until now, and she’s mostly doing it right except for making small errors and sign errors and such, that’s super typical for a kid in algebra one. I think even more so when they are young for algebra. My daughter did the same when she was in it, and her online teacher assured me that was par for the course, and it usually worked itself out by the time they hit algebra two. She was right. My 13-year-old is in algebra one now, and I’m seeing the same thing with the little errors causing him to get things wrong.
  14. I do not know much about these three schools but they have all been suggested by various people. The deadlines are coming up so I am hoping people can give me feedback. Here is our situation. Son does not know what he wants to major in, but would prefer to stay at a school that has Latin. He is not really planning to major in Latin unless it is a double major. His other interests are English (writing), philosophy, accounting, and math. He has already been accepted at both Baylor and UTD. We are open to community college, but if he goes the community college route, we already know it will be one close to where we live. He is not open to University of Dallas. He has also applied to Trinity University and Hendrix. (nevermind about TCU, it does not seem to have Latin).
  15. I"m tired and cranky. I stayed up until midnight working on classes but I now have just one more left to do, and some activities to pick out and I'll have everything done for the first two weeks, which brings us to Thanksgiving when I'm off for a week and can work on the weeks from there until Christmas break. Once I finish the last class, I need to set up school for the next two weeks. I need the last class to do that, since it's dd math class. I have to head over to the science center today to reorganize books in the cubes I rearranged and put together a few other things, then it's all ready to go. My cleaning person will come in tomorrow morning.
  16. Yes, 🙂 I know dyslexia isn’t a math problem per se, but the learning challenges that cause dyslexia affect math learning too! My 12 year old (7th grade) dyslexic daughter struggles with new concepts, and takes lots of repetition to remember how to do new things in math. This has slowed our progress down greatly. She is currently about halfway through Saxon 6/5 and it has worked well for her because it gives lots of practice. However, we’ve definitely tweaked the way we use it, because it takes SO MUCH TIME- especially for her. She is my fifth child, and watching two of my older children hit a wall once they hit Saxon pre-algebra or algebra is making me think I will need to find a different program for her. The amount of work was overwhelming for these two who may have been slow processors/ ADD, but were not dyslexic (or at least not severely) on top of it. The problem is, both of those children decided to go to public school for high school, where they thrived in math, but I have no idea what to do with this child at home for a curriculum that won’t take her hours and hours to complete each day. Both of my boys had math teachers who assigned much less homework than Saxon ever does, yet they both did well. She will have different challenges than they did, but I’m hoping some of you have some experience/advice for me on this. We may be able to stick it out through pre-algebra in Saxon if that’s what is necessary to complete that level of math without leaving gaps before we jump ship, but I really think Saxon algebra will be too much. But I’m open to suggestions with Saxon as well. Thanks!
  17. I'm going to switch gears on you and suggest before you do anything else you evaluate her reading again. I know you said she can read when it is something that interests her but she may just be filling in the gaps using her smarts, based on context, which is much harder to do when reading a textbook about new material. Reasons I'm bringing this up are slow reading speed and trouble with word problems. Does she struggle to do other math when it is a straight equation, or just word problems? Does she do better when you read the problem to her? Easiest quick way to evaluate would be doing one of the tests where she reads nonsense words - that takes away the ability to use intelligence/vocabularly to compensate for decoding struggles.
  18. DS5 was tested for an IEP due to speech articulation issues. He was also given the PPVT-5 (Peabody Picture Vocabulary Test) and the EVT-3 (Expressive Vocabulary Test) to rule out other issues in communication. For both tests, the mean is 100 +/-15. on the PPVT, DS5 scored a 156 out of a max of 160; on the EVT he scored a 128. We knew he had a great vocabulary and memory (he was my earliest talker), but the scores were much higher than I expected. Currently, we are working on 'kindergarten' work for about 30 minutes, 3-4 times most weeks: logic: Mind Benders level 1 (2 or 3 pages; We just started last week. He loves this.) math: SM Essential Math Kindergarten A (10-15 minutes, or until he's bored) ZB Handwriting level K (I am trying to add in fine-motor and hand-strengthening activities to his day.) OPGTR (1 lesson; We just started.) (occasionally) Get Set for the Code B (He worked through A last year and enjoys the books, but we only do this if he asks.) (tagging along with DS7) He listens along when I read SOTW1 and wants to answer the questions. He listens to audiobooks (Harry Potter, Trumpet of the Swan, Beatrix Potter, etc.) during quiet time every day, for 2 hours. He asks everyone to read to him constantly, and spends lots of times 'reading' the pictures in his older brother's library books. What else can (should) I be doing with this child? Should I start to work with him on narrations? Short poetry memorizations? Just keep doing what we're doing? Leave him alone and let him be 5?
  19. Before starting Intermediate C&P, does your students understand the basics of Intro C&P? Does she have experience with combinations and permutations, probability and multiplication, expected value, pascal's triangle, hockey stick, binomial theorem? I only ask because even basic C&P isn't very often taught in regular curriculum and I'm not familiar with MUS. Does your student have a lot of experience with math contests? There are a lot of old math contest problems in their problem sets. I think either of the C&P books or the NT book would be a good place to start. It will be more fun to learn something new rather than rehash old material. For more fun, you can also have her take old AMCs to expand on her knowledge of algebra, probability, NT, and geometry. If you do decide to do precalculus, you can just skip to the end of chapter review and challenge problems, and then if there is material that she isn't familiar with, you can go back and study just that chapter. Good luck.
  20. At this point, I'm not sure. I'd have to give it thought. A few years back I would have said more travel, but this is really the first time we've stopped traveling long enough to put down roots. I would definitely want to stay put more so that ds can foster those friendships, but maybe more small trips (and travel first class!). I'd build a dedicated schoolhouse out behind the house. It would be done in clean, honey colored wood on the inside with a lot of natural light. I like having a dedicated workspace and so does ds. I'd hire a proper language tutor. Most of our materials would be custom made for math. There are so many great products out there but they're done in a half-arsed kind of way. Colors and numbers are all random instead of clear progression and continuation. I'd remake them to follow the c-rod colors. I'd be able to seek out more "beautiful" books - ones with wonderful illustrations, paper, and covers that feel just right. Things that beg to be read. I'd get more science kits and specialized equipment, plus a nice microscope. And I think I'd employ someone to bounce ideas off of. I'd want an end of semester sit down with a long term or retired educator to go over our plan with me, help me come up with ideas to address trouble spots, and ways to present new information. Plus as we get into high school years, help with those timelines and paperwork.
  21. My son is a junior and taking Physics this year. I'd like to stick with algebra based physics and not conceptual, if possible, because of some of his college goals, but he will probably not be in a heavy math/science major. We are using Apologia 2nd edition and when he saw all the math he just started avoiding the work as much as possible. He can do the math, but he doesn't like math and he needs to do it slowly and carefully to understand it. I'm also at fault for not keeping tabs on the subject and assuming he was moving ahead just fine. I'm not in a position to buy a completely different curriculum, but I'd be willing to buy the Apologia video if it'll help him understand concepts better. Is the video useful? I think I may need to just work through the book with him problem by problem until he understands each concept, not worry about how much he has done at this point, and just get him moving forward. I'm not sure I even know what I'm asking for, but I'll take all the tips I can get to move him through physics.
  22. Me too! Workbooks or textbook method? We're using the grade 4 textbook this year and Oldest went from hating math last year to loving it this year. It helps that I cherry pick in the areas he knows well, and allow him to do all the mental math orally. He likes that we have more interaction now in math and I love that if he forgets how to do something, I can tell him to look it up (because every problem has the pg number where the concept was taught for him to go back to) without feeling bad.
  23. Also: DH could also shave a little off of the math time and add it to the LA time, so each runs 45 minutes -- especially if DC are doing some supplemental solo-working support materials in the afternoons. Another idea is while one DC is doing screen time, DH works 1-on-1 with the other DC. Yes, all of this is more concentrated and focused time for DH to be actively doing school, but if he commits to getting the math and LA done in the mornings, and then does the 30 minutes of relaxed/all together Social Studies or Science right after lunch, and then rolls straight into any needed 1-on-1 time with first one child and then the other (while the opposite child has screen time)... He will likely be all done by about 1:30, and have the afternoon/evening for work. Absolutely a great idea -- year-round schooling is a great idea, especially when you have LDs and special needs in the mix, and/or can't do long days. BEST of luck in finding what best helps you all juggle your very busy schedules for schooling / working / family-ing. 😄 Warmest regards, Lori D.
  24. I said in my post Reflex Math and literature would be daily 😁 He plays in a band and practices daily. Excellent thankfully! He comprehends very well, and gives excellent narrations. Wasn't that a painful skill to grow though, lol. It would be over his dead body we change LOF 🤣 It's the first math we've found he doesn't hate, and he loves it. What's more, he's finally thriving in it! He prefers living books to textbooks, and we already do experiments. We follow his interests in science and history. We are not hardcore classical homeschoolers by any means, for sure. Two hours of independent seat-work. That doesn't include our Morning Basket which includes Bible, Literature, and CM studies etc... Or, his daily music practice, or the science experiments, nature studies, art projects etc... that we do. Those are more random though and I didn't include them in the total, since they're done jointly with my youngest. I'm just focusing on his own independent work.
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